Mobile Phones Essay Example for Free

Mobile Phones Essay A mobile operating system, also referred to as mobile OS, is the operating system that operates a smartphone, tablet, PDA, or other digital mobile devices. Modern mobile operating systems combine the features of a personal computer operating system with touchscreen, cellular, Bluetooth, WiFi, GPS mobile navigation, camera, video camera,speech recognition, voice recorder, music player, Near field communication, personal digital assistant (PDA), and other features. History Main article: Smartphone Mobile operating system milestones mirror the development of mobile phones and smartphones: ââ€" ª 1979–1992 Mobile phones have embedded systems to control operation. ââ€" ª 1993 The first smartphone, the IBM Simon, had a touchscreen, email, and PDA features. ââ€" ª 1996 Palm Pilot 1000 personal digital assistant is introduced with the Palm OS mobile operating system. ââ€" ª 1996 First Windows CE Handheld PC devices are introduced. ââ€" ª 1999 Nokia S40 OS was officially introduced with the launch of the Nokia 7110 ââ€" ª 2000 Symbian became the first modern mobile OS on a smartphone with the launch of the Ericsson R380. ââ€" ª 2001 The Kyocera 6035 is the first smartphone with Palm OS. ââ€" ª 2002 Microsofts first Windows CE (Pocket PC) smartphones are introduced. ââ€" ª 2002 BlackBerry releases its first smartphone. ââ€" ª 2005 Nokia introduced Maemo OS on the first internet tablet N770. ââ€" ª 2007 Apple iPhone with iOS introduced as an iPhone, mobile phone and internet communicator.[1] ââ€" ª 2007 Open Handset Alliance (OHA) formed by Google, HTC, Sony, Dell, Intel, Motorola, Samsung, LG, etc.[2] ââ€" ª 2008 OHA releases Android 1.0 with the HTC Dream (T-Mobile G1) as the first Android phone. ââ€" ª 2009 Palm introduced webOS with the Palm Pre. By 2012 webOS devices were no longer sold. ââ€" ª 2009 Samsung announces the Bada OS with the introduction of the Samsung S8500. ââ€" ª 2010 Windows Phone OS phones are released but are not compatible with the previous Windows Mobile OS. ââ€" ª 2011 The MeeGo the first mobile Linux, combined Maemo and Moblin, was introduced with Nokia N9 in effect of cooperation of Nokia, Intel and Linux Foundation ââ€" ª In September 2011 Samsung, Intel and the Linux Foundation announced that their efforts will shift from Bada, MeeGo to Tizen during 2011 and 2012. ââ€" ª In October 2011 the Mer project was announced, centered around an ultra-portable Linux + HTML5/QML/JS Core for building products with, derived from the MeeGo codebase. ââ€" ª 2012 The Lenovo K800 will be the first Intel powered smartphone (Android OS).[3] ââ€" ª Common software platforms ââ€" ª See also: Comparison of Android devices, List of BlackBerry products, List of iOS devices, Comparison of Symbian devices, and List of Windows Phone devices ââ€" ª The most common mobile operating systems are: ââ€" ª Android from Google Inc.[4] (free and open source)[5] ââ€" ª The Galaxy Nexus running Android 4.0.1 ââ€" ª Android was developed by a small startup company that was purchased by Google Inc. in 2005, and Google continues to update the software. Android is a Linux-derived OS backed by Google, along with major hardware and software developers (such as Intel, HTC, ARM, Samsung, Motorola and eBay, to name a few), that form the Open Handset Alliance.[6] Released on November 5th 2007, the OS received praise from a number of developers upon its introduction.[7] Android releases prior to 2.0 (1.0, 1.5, 1.6) were used exclusively on mobile phones. Most Android phones, and some Android tablets, now use a 2.x release. Android 3.0 was a tablet-oriented release and does not officially run on mobile phones. The current Android version is 4.1. Android releases are nicknamed after sweets or dessert items like Cupcake (1.5), Frozen Yogurt (2.2), Honeycomb (3.0), Ice Cream Sandwich (4.0) and Jelly Bean (4.1). Most major mobile service providers carry an Android device. Since the HTC Dream was introduced, there has been an explosion in the number of devices that carry Android OS. From Q2 of 2009 to the second quarter of 2010, Androids worldwide market share rose 850% from 1.8% to 17.2%. On 15 November 2011, Android reached 52.5% of the global smartphone market share.[8] ââ€" ª The Apple iPad tablet computer uses a version of iOS. ââ€" ª bada from Samsung Electronics (closed source, proprietary) ââ€" ª This is a mobile operating system being developed by Samsung Electronics. Samsung claims that bada will rapidly replace its proprietary feature phone platform, converting feature phones to smartphones.The name bada is derived from ë °â€Ã«â€¹ ¤, the Korean word for ocean or sea. The first device to run bada is called Wave and was unveiled to the public at Mobile World Congress 2010. The Wave is a fully touchscreen running the new mobile operating system. With the phone, Samsung also released an app store, called Samsung Apps, to the public. It has close to 3000[9] mobile applications. ââ€" ª Samsung has said that they dont see Bada as a smartphone operating system, but as an OS with a kernel configurable architecture, which allows the use of either a proprietary real-time operating system, or the Linux kernel. Though Samsung plans to install bada on many phones, the company still has a large lineup of Android phones. ââ€" ª BlackBerry OS from RIM (closed source, proprietary) ââ€" ª This OS is focused on easy operation and was originally designed for business. Recently it has seen a surge in third-party applications and has been improved to offer full multimedia support. Currently Blackberrys App World has over 50,000 downloadable applications. RIMs future strategy will focus on the newly acquired QNX, having already launched the BlackBerry PlayBook tablet running a version of QNX and expecting the first QNX smartphones in early 2012.[10] ââ€" ª iOS from Apple Inc.[4] (closed source, proprietary, on top of open source Darwin core OS) ââ€" ª The Apple iPhone, iPod Touch, iPad, and second-generation Apple TV all use an operating system called iOS, which is derived fromMac OS X. Native third party applications were not officially supported until the release of iOS 2.0 on July 11th 2008. Before this, jailbreaking allowed third party applications to be installed, and this method is still available. Currently all iOS devices are developed by Apple and manufactured by Foxconn or another of Apples partners. ââ€" ª S40 (Series40) from Nokia (closed source, proprietary) ââ€" ª Nokia uses S40 OS in their low end phones (aka feature phones). Over the years over 150 phone models have been developed running S40 OS.[11] Since the introduction of S40 OS it has evolved from monochrome low resolution UI to full touch 256k color UI. ââ€" ª Symbian OS from Nokia and Accenture[4] (open public license) ââ€" ª Symbian has the largest smartphone share in most markets worldwide, but lags behind other companies in the relatively small but highly visible North American market.[12] This matches the success of Nokia in all markets except Japan. In Japan Symbian is strong due to a relationship with NTT DoCoMo, with only one of the 44 Symbian handsets released in Japan coming from Nokia.[13] It has been used by many major handset manufacturers, including BenQ, Fujitsu, LG, Mitsubishi, Motorola, Nokia, Samsung, Sharp, andSony Ericsson. Current Symbian-based devices are being made by Fujitsu, Nokia, Samsung, Sharp, and Sony Ericsson. Prior to 2009 Symbian supported multiple user interfaces, i.e. UIQ from UIQ Technologies, S60 from Nokia, and MOAP from NTT DOCOMO. As part of the formation of the Symbian OS in 2009 these three UIs were merged into a single OS which is now fully open source. Recently, though shipments of Symbian devices have increased, the operating systems worldwide market share has declined from over 50% to just over 40% from 2009 to 2010. Nokia handed the development of Symbian to Accenture, which will continue to support the OS until 2016.[14] ââ€" ª The Palm Pre running HP (formerly Palm)webOS. HP purchased Palm in 2010. ââ€" ª Windows Phone from Microsoft (closed source, proprietary) ââ€" ª On February 15th, 2010, Microsoft unveiled its next-generation mobile OS, Windows Phone. The new mobile OS includes a completely new over-hauled UI inspired by Microsofts Metro Design Language. It includes full integration of Microsoft services such as Windows Live, Zune, Xbox Live and Bing, but also integrates with many other non-Microsoft services such as Facebook andGoogle accounts. The new software platform has received some positive reception from the technology press.

Projector Functions And Uses Computer Science Essay

Projector Functions And Uses Computer Science Essay A projector is to display images from computer or laptop. The term wireless is used to describe how the projector receives the signal. Presentation projector always having wire mess up here and there, this is where wireless projector comes in. It solves the problem of wiring by transmitting without wire using wireless technology such as Bluetooth, radio frequency and Wi-Fi. By eliminating wiring problem, it will speed up the time of setting up through wire. This will also allow multiple users to be connected to projector at a time to present their content from their laptop. Installation of projector using wire is very costly because VGA cable is quite expensive when it comes to using long length of wire. Currently there are many types of projectors such as image projector, movie projector and etc. This project is about sending data wirelessly using radio frequency from a transmitter to receiver. This project will be using microcontroller that is connected to a PC. There will have 2 c ircuit boards that have a microcontroller each. The transmitting board will be the place where process the data that come from a PC that is an analog signal and it will be kept first in the memory that is a static ram. Then the data will pass through an encoder that will convert data information into a standard format or code and transmit by using radio frequency. For receiver board, data that is receive from radio frequency receiver will be decoded using decoder to reverse the format to the original form of data information. Like at the transmitting board, data will be stored in memory first then only it will send to digital to analog conversion to convert it into analog form. Lastly the data will be send to a projector. As for this project, projector will be replaced to CRT monitor. This is because projector and monitor are having the same VGA pin out connector. The VGA pin out connector is a DE15. Aim The aim for this project is to design a device that will transmit signal from a laptop/desktop to a presentation projector through wirelessly. Objectives To design a device that will interface to PC and a projector wirelessly. To research of RGB signaling and protocol. To research of various types of wireless of technology. To understand the functioning of the presentation projector. Product specification Specification Project Microcontroller PIC 18F4550 Power Supply 9V Type of Wireless Radio Frequency Module Wire Single Core Weight 300 Gram Type of Memory Static Ram Table 1: Product Specification CHAPTER 2: LITERATURE REVIEW Marketing survey Lindy Projector Server[1] C:Documents and SettingsAdministratorDesktopprojector server.jpg Figure 1.0: VGA Extender Projector Server[1] The wireless VGA extender projector server allow connection to a projector either by using wire or wireless LAN. This is best application for PowerPoint and other presentation. Its wireless connection support up to 100m. Do not need to swap VGA cable between laptops. Presenter just have to connect their computers to server access point through wireless. It is very convenient. [1] Panasonic[2] Panasonic PT-LB10NTU Projector Figure 1.1: Panasonic PT-LB10NTU[2] It support for most wireless cards and it has a great quality image when is in presentation mode. It is very easy to setup and friendly user. The disadvantage of this projector is that it comes with only 1 type of connection cable that is VGA. The projector can be connected up to 4 users at a time with broad support, fast and easy. [2] Dell[3] C:Documents and SettingsAdministratorDesktopdell.jpg Figure 1.2: Dell S300wi[3] It is very rare to find a projector that has a multimedia audio. It is a short-throw projector type that can be projected in a short distance. This product does not need to be calibrated before using. It is best to use in a small to medium size room. It has one wireless connector that is an embedded WiFi. [3] Canon[4] Canon LV-8215 Projector Figure 1.3: Canon LV-8215[4] This product has a few of advantages; one of them is audio quality. It is a multimedia projector that is why audio quality, image quality and resolution are its advantages. When it comes to such good features, there will always have a bad side that is its fan is noisy and also need maintenance once in a while. [4] Casio[5] Casio XJ-S46 Projector Figure 1.4: Casio XJ-S46[5] A DLP projector that uses a wireless adapter to connector between laptop and projector. It has a wireless adapter so that allow wireless connection. It is easy to carry to anywhere due to its light weight. The projector has digital zoom feature. [5] Overall Product Cost and Specification Product name Lindy Panasonic Dell Canon Casio Type Projector server LCD projector DLP projector LCD projector DLP projector Specification -Compatible with all Windows but not Mac -Up to 4 laptops can be connected -Quick and easy setup -Wireless connection -Up to 4 laptops can be connected -Quick and easy to shut down and start up -For small to medium room -Wireless connection -Short-throw -Has an interactive pen -Short-throw projector -HDMI input -Up to 4-1 split-screen -3D projection -High contrast -Has DVI input -Blackboard mode -Soft carrying case -Very light weight -USB port -Soft carrying case Weakness -Only VGA connection -Projection mode does not support wireless audio -Presenting speed and image quality -Overloaded and distorted at maximum volume -Very heavy -No digital zoom -Very heavy -No digital zoom -Low contrast -Uses high power consumption Cost RM1600.00 RM602.00 RM3000.00 RM1673.90 RM3526.60 Comments -Not a projector but a server -Fast setup -Quite expensive -Fast setup -Quite cheap -Simultaneously project up to 4 different user screens -Very expensive -not good image quality -Very expensive Table 2: Overall product cost and specification [1][2][3][4][5] Component D-Subminiature[6] D-Subminiature or can be called D-Sub is universal type of electrical connector used in computer. D-Sub has a lot of series that every series has different number of pins. There are DA-15, DB-25, DC-37, DD-50 and DE-9.[6] http://upload.wikimedia.org/wikipedia/commons/thumb/4/47/DSubminiatures.svg/250px-DSubminiatures.svg.png Figure 2.0: Different Pins Connector[6] Type DA-15 DB-25 DC-37 DD-50 DE-9 Pins 15 25 37 50 9 Table 2.1: Different type of D-sub From the table above, DB-25, DC-37 and DD-50 are not in consideration because laptop does not have this type of pin out. DE-9 has 9 pins and laptops do have the pin out but for monitor/projector, it only supports DA-15. Thats why for this project DA-15 will be used. DA-15 can be called DE-15 or also VGA connector is used because monitor and laptop both have pin in and pin out that support each other. [6] Microcontroller[7] Microcontroller is a device with hidden powerful ability to do a lot of thing. Nowadays most of electronic device has microcontroller inside them because it is use to process task. Due to its low voltage consumption and for its ability to run one specific program, it is usually chosen to use in project. The program generally is program by using a programmer and store in ROM (read-only memory). [7] Microcontroller PIC 16F877a PIC 18F4550 Basic Stamp I/O ports 33 35 16 RAM 368Bytes 2048 Bytes 32Bytes Flash Program Memory 8K 16K 2K Cost RM21 RM35 RM70 Table 2.2: Different type of microcontroller[7] From the table above, out of 3 comparisons basic stamp is the most not suitable for this project. This is because there are only a few I/O ports. It runs at a very slow speed and has small memory size. PIC 16F877a and PIC18F4550 is the 2 microcontroller can take into consideration. Memory[8] There are 2 types of memory which are volatile and non-volatile memory. Volatile memory is storage where when power is off contents are erased. This is because of RAMs volatile nature that is why user must use hard drive to keep their work as a permanent medium in order to avoid losing data. DRAM and SRAM are both volatile memory that currently have in market. Device like computer ram is a volatile. Non-volatile memory is storage where when power is off the contents that is stored previously will still be there. Devices like hard drive and CMOS chip are example of non-volatile memory. Currently in market, ROM, Flash memory, FeRAM, MRAM and PRAM that are non-volatile memory. Memory Volatile Memory Non-Volatile Memory Type DRAM, SRAM ROM, Flash memory, FeRAM, MRAM, PRAM Advantages -Mostly comes with a lifetime guarantee -Automatically store data -Data can be stored up to 10 years -Less costly -Data wont lost when power off Disadvantages -Data will lost when power off -Quite costly -User need to manually store data Table 2.3: Comparison of memory type[8] As for this project after analysis, it is best to go for volatile memory because this project does not need to store memory and retrieve after power off. After analyze and decided to go for volatile memory, there are DRAM and SRAM to choose from. DRAM stands for dynamic random access memory and SRAM is static random access memory. In this project, SRAM is chosen because it does not need to keep refreshed over time which DRAM needs a constant refreshing. This I s because DRAM store its memory as charge leaks which information needs to be read and written every few milliseconds. Memory X28HC256PZ-15 CY62256LL-70PXC AT29LV256-20JC Type EEPROM SRAM FLASH Mounting Through hole Through hole Surface mount Density 256k 256k 256k Operating Voltage 5V 5V 3.3V Pin Count 28 28 32 Number of Bits per Word 8bit 8bit 8bit Interface Type Parallel Parallel Parallel Manufacturer Intersil Cypress Atmel Table 2.4: Comparison of memory available[8] From the table above, most of the specification above is nearly the same. Memory that is produce by Atmel is out of consideration because the operating voltage is 3.3V that is not suitable for this project. The mounting way is surface mount making this project not that suitable because there is no equipment to solder it onto PCB. This memory has too many pin count too which cannot be supported by PIC18F4550. Cypress and Intersil memory are the exact same specification but the memory that is used in this project is Cypress memory. This is because Intersil memory is EEPROM type. In this project, it does not need to store any data after power down so making SRAM is the best choice due to its nature. Wireless Wireless is a transferring data method without using any wire over certain distance. Some distance is just a short distance and some can goes up to very far away. Nowadays wireless is the most communication way for telecommunication method. There are a few ways of transmitting wirelessly such as: Infrared(IR) Radio Frequency(RF) Bluetooth Wi-Fi Wireless Technology Infrared Radio Frequency Bluetooth Distance Short Vary Medium Line of sight Yes No No Table 2.5: Comparison of Different Technology There are modules available for this technology. From table above, this project best technology fit to use is radio frequency. Modules that available in market are: Modules Type Security Distance Speed Communication way Price IR module Infrared Medium Short Slow 1 Way Cheap RF module Radio frequency Medium Medium Medium 1Way Medium Zigbee Radio frequency Medium Medium Fast 2Ways Expensive Table 2.6: Comparing wireless modules From the table above, this project will be using RF module. Zigbee has a faster speed than RF module but from price and communication aspect, it is quite expensive and this project does not need 2 ways communication. This project just needs to send data signal to the receiver only. CHAPTER 3: Methodology General Block Diagram Microcontroller PIC 18F4550 RF module Memory Laptop VGA cable Monitor Figure 3.0: General Block Diagram Figure above showing the overall diagram of what this project has. Monitor will be device where it display whatever shown at the laptop. Before the display can be shown at monitor, the data signal need to pass through the output video graphic array (VGA) connector that has 15 pins which can also be called DB15. Memory is to store the data signal so that the data can be kept and synchronize before going to transmitting device. This is to make sure the data is send correctly. There will be also radio frequency module which will help transmitting data signal through wirelessly. General Flow Chart Start Radio frequency module Digital to Analog Conversion PIC Analog to Digital Conversion Display at monitor Get Laptop signal Figure 3.1: General Flow Chart The flow chart above is showing the way a laptop send its on screen image wirelessly to the receiver side which is a monitor. Laptop will constantly send image to microcontroller which will be kept in memory of its data to enable of synchronize when transmitting wirelessly. When it captures 7500 bits then it will send to encoder to convert into a standard format or code and transmit by using radio frequency. At the receiver side, it will constantly receive the data signal then keep in the memory. When it store up till 7500 bits, microcontroller will automatically synchronize into a code and send to monitor to display. Project Signal Overview Digital Digital Digital Digital Digital Digital R, G, B, HSync, VSync Analog/ Digital Laptop Microcontroller Memory Microcontroller Encoder Transmitter Microcontroller Decoder Memory Microcontroller Monitor Receiver Digital Digital Digital Analog/ Digital Figure 3.2: Signal Overview Basically this figure above showing an overview of what type of signal when it reaches at certain hardware. There are 2 places where analog signal can only be detected which are from laptop to microcontroller and before it show the screen of laptop user. This is because signal that comes out from VGA port has red, green, blue, Hsync, and Vsync. Hsync and Vsync are the only signal that runs at 5voltage which are transistor-transistor logic (TTL) signal. The color signals are analog. This signal will pass through analog to digital converter which microcontroller itself has the function. From microcontroller to RF module, all the signals are in digital. Before display the laptop on screen display at receiver side, it will pass through digital to analog converter because monitor is uses VGA port which are analog. Microcontroller Figure 3.3: PIC 18F4550 PIC 18F4550 is a low voltage and 40 pins microcontroller from Microchip. It is a flash high performance PIC which has two-speed oscillator start-up. It has 35 input and output ports and up to 13 ADC module. It has also 32kbytes flash program memory, SRAM of 2048bytes and EEPROM of 256bytes. Early few months ago, this project started out with PIC 16F877a. After some intensive of testing out to get output of image from PIC 16F877a, there is no image shown. Hence PIC 18F4550 become the next PIC to act as a microcontroller. This is because 16F877a with oscillator of 20 MHz, the speed of microcontroller couldnt match up with the speed of VGA cable signal. Now with this PIC 18F4550, oscillator of 40 MHz is used. In this project the port are use as follow: Port A (1-5) and Port B (0-7): This port A (1-5) and port B (0-7) connected to memorys address lines which are A0-A12. Port D (0-7): This Port D (0-7) is connected to memory data lines which are the I/O port. Port E (0-2): This Port E (0-2) is connected to memory control lines which are chip enable, write enable and output enable. All of this control lines are active low. Port C (4-5): This Port C (4-5) are vertical sync and horizontal sync. Port A (0): This Port A is the input of either red, green or blue pin from laptop. The color pin out from laptop is connected to A0 of this PIC is because pin A0 and pin A1 are the only pin available for analog to digital converter (ADC). VDD: This pin is connected to a voltage regulator which is LM 7805. This has to be connected to LM7805 to make sure the voltage does not go over 5V. Vss: This pin surely has to be connected to ground if not the microcontroller will not work. OSC1 and OSC2: It is connected to a 40MHz crystal. Without this crystal, this project will not work. Analog to Digital Conversion (ADC) Analog to digital conversion is a way to convert a signal from analog to digital so that the microcontroller can read the signal. After converting to digital, the signal will become either logic 1 or logic 0. Example on how to convert an analog signal input of 8 bit: x 255 = Voltage value per step Example RGB voltage x 255 = 35.7 Then convert into binary 35 = 00100011 (binary) Digital to Analog Conversion (DAC) C:Documents and SettingsAdministratorMy DocumentsMy PicturesIMG_0405.jpg Figure 3.4: Resistor Ladder Resistor ladder can be constructed by using a set of resistors of 2 values while another resistor double. For this project, resistor ladder is used as digital to analog conversion. Figure above is the fully constructed resistor ladder. It is a R/2R resistor network. This resistor ladder can increase its number of bits by adding more resistor network. To prove the ADC and DAC formula match, here is the example of formula. Example on how to convert digital to analog of 8bit: = Voltage value per step Step x Voltage value per step = Analog output voltage So from the formula above, now to prove the formula is correct by using previous analog result: = 0.0196V 36 x 0.0196 = 0.686V (approximate 0.7V) From the calculation, it is proven that the formula for ADC and DAC is correct. RGB Theory Video RGB and YCbCr are the typical digital signals. The typical order of decreasing video quality is: HDMI (Digital YCbCr) HDMI (Digital RGB) Analog YPbPr Analog RGB Analog S-Video Analog composite Video is always considered as continuous picture motion but actually it is a sequence of still images due to rapid changing that it looks like nonstop picture motion. The typical video refresh rate is 50 or 60 times per second for consumer video and 70 to 90 times per second for computer. The vertical and horizontal sync information is usually transferred in one of three ways: Separate horizontal and vertical sync signals. Separate composite sync signal. Composite sync signal embedded within the video signal. Most CRT based displays are still interlaced while LCD, plasma and computer displays are progressive. Enhanced-definition video is usually defined as having 480 or 576 progressive active scan lines and is commonly called 480p and 576 respectively. Interlaced and enhanced-definition is progressive is standard-definition. Figure 3.5: Progressive displays Figure 3.6: Interlaced displays Color spaces A three dimensional, Cartesian coordinate system is use to represent Red, Green, Blue that are the three primary additive colors. Figure 3.7: The RGB color cube The figure above showing RGB values for 100% amplitude, 100% saturated color bars. It is use for common video test signal. Table 3.0: RGB color bars Video Timing Background Every VGA connector consist of 5 main data signals which is needed to display an image. The following are the 5 data signals: Red Green Blue Horizontal sync Vertical sync Red, green and blue signals is an analog type of signal. This signals carry pixel data in it. Horizontal and vertical sync is to provide information of timing for the monitor so those monitors display the pixel data correctly. Figure 3.8: Horizontal Timing The figure above shows that the timing of the video data and horizontal data signal. The blanking interval means that there is no video data signal is been send. Every monitor will use horizontal blanking interval to check on horizontal sync pulse. There are 3 characteristics of horizontal pulse: Front porch Back porch Pulse width Front porch is to check on the delay of initial edge and the end of video signal of sync pulse. Delay of the first piece of data and the final edge of signal of sync pulse for the next scanline is back porch. Pulse width is the period of time that sync signal is asserted. Figure 3.9: Vertical Timing The figure above is video frame which also video data with vertical sync. Its basically the same thing with horizontal except for vertical then is video frame. VGA connector Pin Name Signal Direction Description 1 Red à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Red data 2 Green à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Green data 3 Blue à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Blue data 4 ID2 à ¢Ã¢â‚¬  Ã‚  Monitor ID bit 2 5 GND à ¢Ã‹â€ Ã¢â‚¬â„¢ Ground 6 RGND à ¢Ã‹â€ Ã¢â‚¬â„¢ Red ground 7 GGND à ¢Ã‹â€ Ã¢â‚¬â„¢ Green ground 8 BGND à ¢Ã‹â€ Ã¢â‚¬â„¢ Blue ground 9 Key . No pin 10 SGND à ¢Ã‹â€ Ã¢â‚¬â„¢ Sync ground 11 ID0 à ¢Ã¢â‚¬  Ã‚  Monitor ID bit 0 12 ID1 à ¢Ã¢â‚¬  Ã‚  Monitor ID bit 1 13 HSync à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Horizontal sync 14 Vsync à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Vertical sync 15 ID3 à ¢Ã¢â‚¬  Ã‚  Monitor ID bit 3 Table 3.1: Pin Description Output signal from laptop Input signal to laptop Figure above is showing the pin description and the direction of the signal is going. Encoder Decoder Figure 3.10: Encoder 2262 Figure 3.11: Decoder 2272-L6 Encoder Below is a table for encoder PTC 2262: Pin Name I/O Description A0~A5 I Pin 0 to pin 5 is address. These pin is to encode and bit 0 to bit 5. Logic 0, logic 1 or floating is set by the pin A6/D5~A11/D0 I Address pin or data pin is 7,8,12,13. Bit 6 to bit 11 is to determine the encoded waveform. It can be set as logic 0, logic 1, or floating. When data pins is used then only logic 1 or log 0 TE I Transmission Enable. Active low trigger. Encode when ground or plug out OSC1 O Oscillator Pin no.1( A resistor have to connected between OSC1 and OSC2 to determine the frequency) OSC2 I Oscillator Pin no.2 Dout O Data output pin. The encoded data is sent by serial transmitting through this pin. Vcc Voltage supply Vss Ground Table 3.2: Encoder description Decoder Below is a table for decoder PTC 2272-L6 Pin Name I/O Description A0~A5 I Pin 0 to pin 5 is address. These pin is to decode and bit 0 to bit 5. Logic 0, logic 1 or floating is set by the pin A6/D5~A11/D0 I Address pin or data pin is 7,8,12,13. Bit 6 to bit 11 is to determine the decoded waveform. It can be set as logic 0, logic 1, or floating. When data pins is used then only logic 1 or log 0 VT O Transmission receive. Active high trigger. When logic 1 means receive OSC1 O Oscillator Pin no.1( A resistor have to connected between OSC1 and OSC2 to determine the frequency) OSC2 I Oscillator Pin no.2 Dout O Data output pin. The encoded data will be serially transmitted through this pin. Vcc Voltage supply Vss Ground Table 3.3: Decoder Description Encoder is use to convert the data information into a standard format or code so that it is easier to send. This can allow the data information to be compress into a code word. Signal Resistor Oscillator Resistors have to be connected to osc1 and osc2 pin at both encoder and decoder so that the resistor will set the oscillation. Below is the recommended resistor value for both encoder and decoder: Encoder 2262 Decoder 2272-L6 4.7Mà ¢Ã¢â‚¬Å¾Ã‚ ¦ 820kà ¢Ã¢â‚¬Å¾Ã‚ ¦ 3.3Mà ¢Ã¢â‚¬Å¾Ã‚ ¦ 680kà ¢Ã¢â‚¬Å¾Ã‚ ¦ 1.2Mà ¢Ã¢â‚¬Å¾Ã‚ ¦ 200kà ¢Ã¢â‚¬Å¾Ã‚ ¦ Table 3.4: Oscillator for encoder and decoder F = From this formula, the best suitable resistor value for fastest speed when transmit is 1.2Mà ¢Ã¢â‚¬Å¾Ã‚ ¦ and 200kà ¢Ã¢â‚¬Å¾Ã‚ ¦. Code word A code word is consisting of 8 address, 4 data and 1 sync. This adds up into 13 bits. Figure 3.12: Code Word Figure 3.13: Address/data bit waveform The figure above is showing address bit waveform that has been encoded. Radio Frequency Module http://www.ananiahelectronics.com/pcr1a.gif http://www.ananiahelectronics.com/fs100a.gif Figure 3.14: Receiver Figure 3.15: Transmitter The radio frequency transmitter has 3 pins. From the figure above, the transmitter has 1 ground, 1 power supply pin and 1 data pin. Receiver has 1 ground, 1 power supply and 2 data pins. Both transmitting and receiving device have to be the same frequency so that the signals data can be send n receive. Every wireless transmission, there will be encoding and decoding technique that is vary from every device. Encoding is to ensure that the information that will be send wirelessly is secure as in security and not disturb by other same device that has same frequency. Memory (RAM) Memory which can be separated into 2 types which are volatile and non-volatile memory. In chapter 2 already explain what is volatile and non-volatile. This project uses 2 memory which are 1 at transmitting and 1 at receiving. The following are the pin definitions for this memory: Pin Number Type Description 1-10, 21, 23-26 Input A0-A14 are address inputs. 11-13, 15-19 Input/Output I/O0-I/O7 are data lines. It is used as inputs and output lines depending on the operation. 27 Input/Control When WE is selected to be low, a write is conducted. When high is selected, a read is conducted. 20 Input/Control When CE is low, chip is selected. When high, chip is selected. 22 Input/Control Output enable. Controls the direction of the I/O pins. When low, the I/O pins behave as outputs. When deasserted high, I/O pins are three-stated and act as input data pins 14 Ground Ground for device 28 Power Supply Power supply for device Table 3.5: Memory Description Software Flow Chart Transmitter Start Capture frame 8 times Write into memory Capture 7500 bits? Transmit wirelessly Yes No Figure 3.16: Transmitter First the laptop will send out bit of red, green and blue with the sync bit. This bit that is in analog will convert into digital once it reach inside microcontroller. Then the microcontroller will write the frames that is capture 8 times into memory. It will check has it capture 7500 bits or not if not then the microcontroller will keep on capturing. After that once 7500 bits obtain then microcontroller will read from memory and send through wirelessly at transmitting side. Receiver Checking for wireless signal Write into memory Receive 7500 bits? Display at monitor End Yes No Figure 3.17: Receiver The receiver will keep on checking for wirelessly signal. Once it obtains the signal then will write into the memory. The microcontroller will constantly check whether it has receive 7500 bits. Once it reach 7500 bits then the monitor will display image. CHAPTER 4: Analysis and Testing RGB Timing

Challenges to Female Entrepreneurs | Research

Challenges to Female Entrepreneurs | Research INTRODUCTION Background of the Study Entrepreneurship as a research field attracts the interest of many researchers because it is a tool of development for many economies in the world (Creamer, 2006), Likewise views on feminism today are vast as they are varied and contentious, (Ikoku, 2002), which explains the increasing attention of Female Entrepreneurship in the recent years (Jamali,2009). Not only does female entrepreneurship contribute to economic growth and employment creation, but it is increasingly recognized to also enhance the diversity of entrepreneurship in any economic system (Verheul et al., 2006) and to provide avenues for female expression and potential fulfillment (Jamali,2009; Eddleston and Powell, 2008). The investigation of the factors that leads particular people to become entrepreneurs instead of others has been a question of many researches. So, many researchers have tried to understand the reasons leading those people to entrepreneurship. Toward that direction, theories and models (Leahey, 2006) were developed, and focused on the intentions that make people undertake entrepreneurship action, because the intentions are the best predictor factor for the future behavior of a person, such as the foundation of an enterprise (Krueger, 2005). So it is supported, that by formulating fundamental theories for the entrepreneurial intentions, we can explain a basic peace of the field of entrepreneurship as it affects genders. Institutional theory has been viewed as a fruitful theoretical lens in the context of female entrepreneurship research (Baugh et al., 2006). Drawing on institutional theory, Scott (1995) enumerates salient regulative, normative and cognitive pillars of institutions, which promote stability and predictability in social behavior, through compliance with codified laws. Of course there are some factors that contribute to the prediction of the entrepreneurial intentions such as the attitude and the degree of desirability toward that behavior and the level of the feasibility (Krueger, 2005). Davidson (2005) mentioned other factors defining the intentions of entrepreneurship such as propensity to action, personal convictions and other demographic variables such as gender, age, educational level and economic environment. 1.2 Women in Business The 20th century has been a period of rapid change for many women, but life for women in some parts of the world still remains harsh. However, women are getting a vital role in the global market as entrepreneurs, they play a large and growing role in the US, Canada and UK. Hisrick Ozturk,(1999) attributed their success to access to greater support from women mentors and role models and easier access to formal training in the principles of business planning and organization. Whereas, women in developing countries face obstacles such as lack of access to education and training, access to finance as well as discrimination and lack of respect or not being taken seriously (Woldie adersua,2004;Ezeaku Ozigbo, 2009). Globally, it is estimated that women account for 25-33 percent of all businesses (National Foundation of Women Business Owners, 1998). Whilst in the UK and the USA, they account for 26 and 33 percent of business start-ups respectively, surprisingly, in the Sub- Saharan Africa it is 80 percent (Kitching and Woldie, 2004).Despite the high contribution in Africa, their needs seem to be overlooked and largely hidden within the informal sector compared to their male counterparts (Mordi et al.,2009). The subject of womens career development has become increasingly important as the percentage of the Nigerian labour force that is female has increased from 11.2% two decades ago to 40.4% today (Federal office of statistics) and the proportion is expected to increase further (Nakhaie, 2007). Although there have been some women in managerial positions during the last decade, the number has been painfully few in the light of the fact that over forty percent of the work force are women. Nigerian Economy Nigeria is the most populous country in Africa, and accounts for half of West Africas population, and over 25 percent of Sub- Sahara Africa (SSA) (Nkamnebe, 2008). It is populated with over 150 million inhabitants, of which, over half of the population 15-64 years is young and active (C. I. A, 2010), still the country is characterized with poverty and is on the increase. For instance, poverty increased from 35 million people in 1985, to 39 million people in 1992; 67 people in 1996; and 74 million people in 1999. In addition, Human Development Programme indicates that 70.8 percent and 92.4 percent of Nigerian population live below US$1 (N117) and US$2 (N234) daily respectively (UNDP,2007). This claim supports the ranking of Nigeria among less developed nations of the world (UNDP, 2007). The Nigerian labour market has been characterized by high rate of unemployment, low wage and poor working conditions. This unwholesome situation evolved after the oil boom of the 1970s and remained so till date (Nnanna, Alade and Odoko, 2003). Prior to the oil boom, the Nigerian economy was largely agrarian and about 70% of the working population was engaged in agricultural activities in the rural areas. Wage rates were also comparable to international standards and the average Nigerian worker could afford decent living. In the 1960s, the emphasis of employment policies was that of shifting labour from the agricultural sector to the manufacturing sector. This appeared to be the natural path of economic growth and development, following the experienced of the developed countries (Ajakaiye, 2001). However, the Nigerian peculiarities of land tenure system, tenancy and the very rudimentary processes of farming made it extremely difficult to deploy substantially advance technology in the sector. Moreover, at that time economic policies concentrated more on the development of the manufacturing sector, under the much touted import-substitution strategy. Rather, labour moved from the agricultural sector to the services sector, with little productivity gains. Both agriculture and manufacturing lost out. The issue of sustainable development in the Third World like Nigeria has been a growing concern to both the government and the private sector. The government had invested so much money on this platform over the years but has not yielded any meaningful result. It has been realized in the recent years that there are limits to which the government alone can promote development especially with Nigerian peculiar developmental challenges due to maladministration, corruption, unstable macroeconomic regime and unpredictable fiscal policies by successive administrations (Fasua, 2006). Thus, both the public and the private sectors of the economy need to be involved in the industrial development process of the country. It is on this basis that government begins to engage in privatization policy with the view of allowing the private sector to participate in the economic development of the nation (Olu, 2009). The weak economy itself choked out several business enterprises and curtailed employment opportunities. Staff retrenchment became pervasive, starting first in the private sector and later the public sector. The unemployment was more problematic in the urban areas, as shown in the following chart (CBN, 2003). Nwoye (2007) further suggested that the best way to stimulate the economic system is by mobilizing energy, expertise and resource in Small and Medium Enterprises which will increase productivity, and ultimately improve the social life and economic welfare. The author was also concerned about the attainment of economic growth when half the population being female gender is marginalized in policy planning and economic resource management matters. Moreover, with women comprising of 52 percent of Africas estimated 805 million population, womens empowerment is of the essence for Africa sustainable growth. This claim is applicable to Nigeria which is the most populous country in Africa. 1.3 Research Gap Research on female business owners is extensive in the industrialised economies, especially the United States and Canada (Lerner, Brush and Hisrich, 1997), which has helped the development and needs of the female entrepreneurs. Most of the research reflects the characteristics, experiences and challenges of female entrepreneurs in the western world (Kitching and Woldie, 2004; Carter, 2000), However, a limited number of studies have been undertaken to investigate these issues in the developing countries (Mordi et al., 2010). Despite the extent of female entrepreneurs in involvement in new business formation, the economic impact of women led businesses has been down-played (Carter et al.,2002): Female entrepreneurship is an under-researched area with tremendous economic potential and one that requires special attention (Henry, 2002) Thus, there has been a growing call by scholars for studies in non- Western context to deepen our knowledge of the socially constructed nature of female entrepreneurs. In response to this research gap, the author chooses Nigeria as the scope of analysis. Aims and Objective of the Research The aim of the study is to take a deeper look at the problems faced by female entrepreneurs in Nigeria focusing on gender effects and other factors in the environment. The following objectives are formulated to guide the investigation: To identify factors in the business environment that affects the development and survival of female entrepreneurs in Nigeria. To ascertain if the issue of female gender marginalization in Nigeria affects entrepreneurial ability of women. To determine whether family roles have any effect on female entrepreneur performance in Nigeria. To determine if there is any relationship between gender and entrepreneurial skill in Nigeria. To ascertain whether culture and beliefs affect the performance of female entrepreneurs in Nigeria The dissertation deals with the problem of female entrepreneurs in Nigeria. The unit of analysis is the gender. The focus is on individual and organizational shortcomings of nascent and young entrepreneurs and their ventures and employs a theoretical framework that allows for addressing these managerial problems by adopting an evolutionary perspective. Research Questions The following research questions are formulated to guide the investigation: Are there factors in the business environment that affects the development and survival of female entrepreneurs in Nigeria? Does the issue of female gender marginalization in Nigeria affects entrepreneurial ability of women? Do family roles have effect on female entrepreneur performance in Nigeria? Is there any relationship between gender inequality and entrepreneurial skill in Nigeria? Do culture and beliefs affect the performance of female entrepreneurs in Nigeria? Research Hypotheses For the purpose of this study, it is important to test the following hypotheses: Hypothesis I Ho: The issue of female gender marginalization in Nigeria has no effects on entrepreneurial ability of women. Hi: The issue of female gender marginalization in Nigeria has effects on entrepreneurial ability of women. Hypothesis II Ho: There is no relationship between the family roles and female entrepreneurs performance in Nigeria. Hi: There is relationship between the family roles and female entrepreneurs performance in Nigeria. Hypothesis III Ho: Gender inequality is not significant to female entrepreneurial ability in Nigeria Hi: Gender inequality is significant to female entrepreneurial ability in Nigeria Significance of the Study This is significant to many people in many areas. In this light, the study is relevant because it seeks to provide entrepreneurial guideline and gender development procedure that would lead to effective attainment of national objectives in terms of economic growth and reduction of unemployment in Nigeria. To the female gender the study would serve as eye opener in terms of discovering their entrepreneurial potentials despite the influence of culture and beliefs. The conclusions can be used both in the evaluation of the current system concerning entrepreneurship as well as in the formation of new strategies in the entrepreneurship in tertiary education. It would provide students in higher-institutions with sound knowledge and give them avenue to the understanding the need for venturing into entrepreneurial activities, how, why and when entrepreneurial skills acquired tertiary institutions should be implemented. Finally, the study would serve as a veritable source of information for individuals, youths irrespective of gender and the government, on how to harvest the rich benefit of entrepreneurship in the national building and economic development. 1.7 Scope of the Study In view of the fact that the study of problems faced by female entrepreneurs involves all and sundry and cannot be exhausted in this research. It therefore becomes necessary to define the scope of the study. The scope of this study is female entrepreneurs and graduates on National Youth Corps Service (NYSC) in Lagos area of Nigeria, 2010. Therefore, this research is an empirical examination of entrepreneurship problems in Nigeria and entrepreneurial skills among graduates on NYSC; analysis by gender; it will go beyond theoretical approach to evaluate entrepreneurs problems and gender effect on entrepreneurship to generate further insight. 1.8 Structure of the Dissertation This study is divided into five parts. Chapter one is the introductory which highlights the statement of the identified problems, objectives, research questions and significance of the study, etc. Chapter two contains a detailed review of literature on key concepts of entrepreneurship, gender influence on entrepreneur performance and problems faced by female entrepreneurs in Nigeria. Chapter three discusses the research design, data collection methods, sample size determination, questionnaire design and administration, etc. In chapter four, the presentation and analysis of data and the testing of hypotheses are carried out. The results and interpretation are presented. Chapter five is the concluding part of the study, where reasons are given for the results obtained from the research. Conclusions, recommendations, and suggestions are made for improvement based on the research findings. 1.9 Definition of Terms Entrepreneur: Is the innovating individual, who initiates and nurtures to growth a new and an on going business organisation, where none existed before. Entrepreneurial Skill: The potential and ability of an individual to initiate and nurtures a new business to growth, expertly. Development: Is defined as gradual advancement through progressive stages of growth from within Capital Venture: Is a form of long term investment for start-up companies and growing businesses that have the potential to develop into significant economic contributors. Gender: Nature of human being that depict sex which is made of male and female. Graduates: Young Schools leavers especially those from higher institution of learner (i.e. universities, polytechnic and colleges, etc) National Youth Corps Service: A compulsory one year work experience program for graduates in Nigeria

Sandro Botticelli: The Renaissance Artist Essay -- essays research pa

Sandro Botticelli, born Alessandro Mariano Filipepi, was the son of a tanner. He was born in Florence around 1445 and showed a talent for painting at a very early age. Botticelli was first apprenticed under a goldsmith named Sandro, from whom it is believed he derived his nickname. At the age of sixteen, he served an apprenticeship with the painter Fra Filippo Lippi (Durant, 1953). From Lippi he learned to create the effect of transparency, to draw outlines, and to give his pictures fluidity and harmony. He also worked with painter and engraver Antonio del Pollaiuolo, from whom he gained his sense of line. By 1470, Botticelli had his own workshop and had developed a highly personal style characterized by elegant execution, a sense of melancholy, and a strong emphasis on line. Botticelli spent most of his life working for the great families of Florence, including the Medici family. Botticelli’s name appears regularly in the account books of members of the Medici family, for whom he painted banners, portraits, and altarpieces along with paintings of allegorical or mythological subject matter. Likenesses of the Medici family are found in various paintings including â€Å"Judith,† â€Å"Madonna of the Magnificat,† and â€Å"Adoration of the Magi.† Apart from his works for members of the Medici family, Botticelli received many commissions from other prominent members of the Florentine society, including the Vespucci family. Botticelli first made a name for himself by his paintings of the Virgin and Child, and was given a public commission to paint â€Å"Fortitude† which was to be hung in the Trade law court. In about 1481, Botticelli, along with Ghirlandaio, Perugino, and Cosimo Rosselli, was called to Rome by Pope Sixtus IV to decorate the walls of the Sistine Chapel with scenes from the Old and New Testaments. Botticelli controlled the scheme and executed three of the frescoes. The large scale of these works and the attempt to include several stages of narrative in one composition were not fully mastered and remain confused and disorganized (Gowing, 1983). In his paintings, Botticelli retained enough objects and paid enough attention to the human body to create a sense of realism, but it is evident that he was more concerned with the spiritual presence of his subjects (Magill, 1989). Because of this, his subjects were less individualized in terms of their clothing or bodily st... ...rty. Sandro Botticelli died in 1510 after painting â€Å"Scenes from the Life of the Virgin,† The Last Actions of St. Zanobi,† and â€Å"Mystic Nativity† a few years earlier. . References Beckett, W. (2000, March). A meaningful life. U.S. Catholic, Vol. 65 Issue 3, 51. Bull, G. (1968). The Renaissance. New York: The John Day Company. Durant, W. (1953). The Renaissance: A history of civilization in Italy from 1304-1576 A.D. New York: Simon and Schuster. Gowing, L. (1983). A biographical dictionary of artists. New York: Facts on File, Inc. Magill, F. N. (1989). Great lives from history: Renaissance to 1900 series. (Vol. 1). Pasadena, California: Salem Press. Milani, J. (1996, March 7). Botticelli to Tiepolo. The Tampa Tribune, pp. 1. Moffat, A. (1999, December 6). A picture doesn’t tell the whole story. New Statesman, Vol. 128 Issue 4464, 53. Stapleford, R. (1994, March). Intellect and intuition in Botticelli’s Saint Augustine. Art Bulletin, Vol. 76 Issue 1, 69. Harden, M. and Gerten-Jackson, C. Botticelli, Sandro [12 paragraphs]. Retrieved March 08, 2001 from World Wide Web: <a href="http://www.ibiblio.org/wm/pain/auth/bottice">http://www.ibiblio.org/wm/pain/auth/bottice

Of Mice and Men, by John Steinbeck Essay -- literary analysis, Steinbec

Introduction To some extent, writers are the most powerful people in the world as they can use words to change people’s perceptions and ideas. Around the world, there are numerous writers who choose to convey their thoughts within their works, no matter fictions or poems. However, there are also some other representatives who prefer to be objective as a writer, and from my perspective, John Steinbeck should be one of them. Hence, I agree with the given quotation. In this essay, I will try to prove the quotation in three aspects. Firstly, I will discuss some characteristic of Of Mice and Men as well as John Steinbeck’s writing approach. Then, I will explore the fascinating and bewildering aspects of life in his fiction to demonstrate my statement. Finally, a conclusion will be given. During 1930s, the relationship between the suffered labors and the government is very tense as a type of remarkable social contradictions. Of Mice and Men, the book that Steinbeck wrote that period, is n either about the resistance of California’s newcomers nor their economic threat to the landed elite. (Shillinglaw, 1994) This book is about common people, their dreams, their ordinary life and their misfortune. The story teller- John Steinbeck To begin with, I will select some important elements in Of Mice and Men to support my argument which states John Steinbeck is not a demonstrator but a story-teller. The title of this fiction is the first thing I would like to point out. The original title of this literary work is called â€Å"Something That Happened† which can be regarded as non-judgmental. (Shillinglaw, 1994). Later on, he changed his title after reading a poem. However, the new title still stands in an objective way. Steinbeck’s stylistic techniq... ...Meyer, Michael J.. (2009). Essential Criticism of John Steinbeck's of Mice and Men, The. Scarecrow Press. Retrieved 3 December 2013, from Millichap, J. (1978). Realistic style in steinbeck's and milestone's of mice and men. Literature/Film Quarterly, 6(3), 241-252. Retrieved from http://search.proquest.com/docview/226984779?accountid=11440 Sale, R. (1980, Mar 20). Stubborn steinbeck. The New York Review of Books (Pre-1986), 27, 10. Retrieved from http://search.proquest.com/docview/201312410?accountid=11440 John Steinbeck: Naturalism's Priest Woodburn O. Ross College English , Vol. 10, No. 8 (May, 1949), pp. 432-438 Published by: National Council of Teachers of English Article Stable URL: http://0-www.jstor.org.hkbulib.hkbu.edu.hk/stable/372552 Twentieth-century American Literary Naturalism: An Interpretation Donald Pizer

Insanity of Hamlet and Ophelia

Hamlet’s insanity comes from his passion to get revenge and grief over his fathers death, while Ophelia has true and justified insanity. Hamlet has reason behind his madness, he is saddened by his father’s death, planning on how to kill his uncle, and his mind is in a fragile place throughout the play. Ophelia is very naive, defenseless, and loyal to the men in her life. She cannot contend with difficulties that occur during the play such as, her father dying, Hamlet’s attitude towards her, and her lack of judgement. The are both insane yet have different reasons and ranging motives behind their insanity. Hamlet is in a unique situation where he his mother has married his uncle, Claudius, and his father has been murdered by his uncle. He wants nothing but revenge for his father. Hamlet is obsessed with proving Claudius guilty. Hamlet receives a lot of pressure from the ghost of his father to achieve revenge and feels like he has some sort of responsibility to get revenge for his father. Hamlet is hasty, erratic, and does not really think about his actions. When he stabs Polonius thinking that it is Claudius hiding behind the curtains, he does not even bother to look behind the curtain he just does it. His wild elocution and deranged actions upset other characters and set them up for other actions. When Hamlet repetitively acts nastily towards Ophelia she winds up committing suicide . When Hamlet says, â€Å" Get thee to a nunnery! † to Ophelia she even questions Hamlet’s sanity at that point and may have been a contribution to Ophelia’s suicide. Hamlet is also upset with his mother, Gertrude, for marrying Claudius so fast after his fathers death. Hamlet feels betrayed by his mother and is enraged with her. In the play Hamlet tells Gertrude how much better his father was than Claudius and tries to make her promise how much better his father was than Claudius. Hamlet says to Gertrude in Act 3 Scene 4, â€Å"Mother, you have my father much offended. † Hamlet feels like his mother has betrayed his father and is angry. Hamlet makes Gertrude feel guilty for doing this. Ophelia madness is brought upon by her love for Hamlet, her loyalty to men, the death of her father, her lover killing her father, and many other things. Hamlet and Ophelia’s relationship is not based on love, but almost around their insanity. It seems as if Hamlet does not really love Ophelia until she passes and then he finally realizes his true love for her. Hamlet states in Act 5 Scene 1,†I loved Ophelia. Forty-thousand brothers could not with all their quantity of love make up my sum. What wilt thou do for her? †. Ophelia truly loves Hamlet and thinks that Hamlet loves her the same way, she is traumatized by the fact that Hamlet shuns her and is rude to her. While watching the play in the castle Hamlet says to Ophelia, â€Å"That’s a fair thought to lie between maids' legs. † His rude comment to Ophelia causes her to become distraught. Hamlet is a possible cause of Ophelia’s suicide. When she finds out that Hamlet has killed her father she talks in riddles, rhymes, and sings songs about death and virginity. In Act 4 Scene 5 Ophelia sings, â€Å"Larded with sweet flowers which bewept to the grave did not go with true-love showers. † Ophelia is hysterical over the fact that Hamlet had killed her father and this is where she completely loses her sanity. She listens to all the men in her life and follows their commands. Polonius and Laertes tell Ophelia to not see Hamlet and that Hamlet does not love her. Laertes states to Ophelia in Act 1 Scene 3, â€Å"Perhaps he loves you now, and now no soil nor cautel doth besmirch the virtue of his will but you must fear. † Laertes is telling Ophelia that Hamlet only wants her love now and will be done with her later. She believes Laertes and does not think for herself. Ophelia is an unpredictable woman who is confused by the males in her life. Ophelia and Hamlet are both undoubtedly insane, but at times Hamlet is on the brink of sanity. Ophelia is clearly crazy throughout the play. She is wild, emotional, and is operated by others. Hamlet’s madness has a source behind it and is at times a sham to throw off others. He is frazzled by his fathers’ death and getting revenge for his father by killing Claudius. He also is angered over the fact that Gertrude, his mother, married Claudius, his uncle, so quickly. Hamlet states in Act 1 scene 2, â€Å" The funeral baked meats did coldly furnish forth the marriage tables. † He is saying that his mother got married so quickly that the left overs from the funeral could cater the wedding. His relationship with Ophelia tears at his heart. He tells Ophelia that â€Å"a woman’s love is brief† during the play within a play nd makes sexual remarks to her. He is very passionate about his fathers death but not about Rosencrantz and Guildenstern’s death . Hamlet is so enveloped in getting revenge for his father, that he does not even care about the death of his two friends. Hamlet is deep in his plot for revenge against Claudius, he makes himself â€Å"crazy† over it. Hamlet and a few others are the only ones that see the ghost, people who do not see the ghost think Hamlet and the others are mad. Hamlet’s relationship with his mother was ruined after she marries Claudius. He feels betrayed by her and his mind is filled with memories of his father. Hamlet has crude passion and purpose behind his insane feelings. Ophelia is entirely insane. Hamlet’s insanity comes from the passion to get revenge for his father’s murder on Claudius and his mother for getting married so quickly to Claudius. Hamlet and Ophelia are both crazy, but Ophelia is absolutely insane and cannot handle the struggles of life. Hamlet could have possibly gotten over his insanity and dealt with his feelings, but his passion for revenge took him over. They are both insane and unstable people as Shakespeare indicates through their deaths.

Sheltered Instruction and the English Language Learner

Each twelvemonth, the United States has become more ethnically and linguistically diverse, with more than 90 per centum of recent immigrants coming from non-English speech production states. There are presently more than 10.5 million school-aged kids in the United States who live in places in which a linguistic communication other than English is spoken. Some of these pupils are fluid in English, while others are non ( U.S. Census Bureau, 2005 ) . Guaranting that pupils who are non fluid in English receive a quality instruction, and have a quality instruction, and achieve the same academic success as their English proficient equals, is an indispensable portion of the Elementary and Secondary Education Act ( ESEA ) , as reauthorized by the No Child Left Behind Act of 2001 ( NCLB ) , ( U.S. Department of Education, 2007 ) . Harmonizing to the National Clearinghouse for Language Acquisition ( 2007 ) , informations submitted by provinces indicate that there are about 5 million pupils classified as Limited English proficient ( LEP ) through their engagement in a Title III appraisal of English Language proficiency. Harmonizing to the U.S. Census, LEP pupils are among the fastest-growing demographic group of pupils in the United States. While the overall school population has grown by less than 3 per centum in the last 10 old ages, the figure of LEP pupils has increased by more than 60 per centum in that same clip. While the figure of pupils with limited proficiency in English has grown exponentially across the United States, their degree of academic accomplishment has lagged significantly behind that of their linguistic communication bulk equals ( Echevarria, Vogt, & A ; Short, 2004 ) . These findings reflect turning grounds that most schools are non run intoing the challenge of educating linguistically and culturally diverse pupils good. This deficiency of success in educating ELLs is debatable because federal and province authoritiess expect all pupils to run into high criterions and have adjusted national and province appraisals to reflect new degrees of accomplishment and to suit demands under the NCLB Act of 2001. In add-on, the criterions motion, which is brushing the United States, has straight impacted the course of study and methodological analysis of K-8 ESL plans ( Echevarria et al. , 2008 ) . Second linguistic communication scholars, every bit good as mainstream pupils, are now req uired to larn state-prescribed content course of study and show this cognition through public presentation on state-mandated trials. In add-on, TESOL ‘S ESL Standards for Pre-K-12 pupils has focused attending on the acquisition demands of ELLs by bridging the spread between traditional ESL course of study and the development of academic proficiencies ( TESOL, 2007 ) . Although these authorizations will hold a positive impact on the instruction of ELLs, they present instructional challenges to ELL and mainstream instructors who work with 2nd linguistic communication scholars ( Echevarria et al. , 2008 ) . Once pupils have been identified as LEP utilizing state-approved ELP appraisal, their school territories must find the type of research-based Language Instruction Educational Program ( LIEP ) for K-12 LEP pupils that will function their pupils best. Title III requires territories to supply high quality LIEPs that are based on scientifically based research showing the effectivity of the plan ( National Clearinghouse for Language Acquisition, 2007 ) . One such plan that focuses on developing literacy in English is Sheltered Instruction Observation Protocol ( SIOP ) . Sheltered Instruction ( SI ) is non a plan, it is a procedure of readying, direction and appraisal that is centered on clearly communicated content and linguistic communication larning marks. It is a procedure of learning content to English Language Learners in a mode that will guarantee their academic success while advancing their development of the English linguistic communication. Sheltered Instruction is delivered to ELL pupils through relevant, meaningful, and comprehendible agencies. There is no set method ( s ) on how to shelter direction ; nevertheless, the end of this procedure should be to guarantee that whatever construct or larning nonsubjective is being taught to the pupils is clearly understood by them. Therefore, the direction should be sheltered to the extent that it matches the pupils ‘ linguistic communication ability to understand the lesson. The term â€Å" sheltered † refers to the agencies for doing academic content comprehensible for English scholars while they develop English proficiency. Classrooms with sheltered direction learning methods may be used in self-contained ELL classes that contain both English talkers and English scholars. The schemes identified in SIOP are important for English scholars and may turn out good to other scholars as good ( Echevarria et al. , 2008 ) . The SI attack must non be viewed as a set of extra or replacement instructional techniques that instructors utilize in their schoolrooms. The sheltered attack draws from and regards methods and schemes advocated for both 2nd linguistic communication and mainstream schoolrooms. The Sheltered Instruction Observation Protocol provides concrete illustrations of the characteristics of sheltered direction that can heighten and spread out instructors ‘ direction. SIOP organizes 30 characteristics of good lessons for English scholars into eight overarching constituents: Preparation, Building background, Comprehensible Input, Strategies, Interaction, Practice/Application, Lesson Delivery, and Review/Assessment. These constituents emphasize the instructional patterns that are critical for ELLs every bit good as high-quality patterns that benefit all pupils. Lesson planning and readying are critical to both the pupil ‘s and the instructor ‘s success. For optimal acquisition to take topographic point, be aftering must bring forth lessons that will enable the pupils to do connexions between their ain cognition and experiences, and the new information being taught ( Bouchard, 2005 ) . With careful planning, acquisition is made more meaningful and relevant by including appropriate motivation stuffs and activities that promote real-life application of constructs studied. In effectual direction for ELLs, concrete content aims that identify what pupils should cognize and be able to make should be the steering force for learning and larning. These aims should back up school-district and state-content criterions and larning results. Foe English scholars, content aims for each lesson need to be stated merely, orally and in authorship, and tied to specific grade degree criterions ( Echevarria & A ; Graves, 2007 ) . An effectual lesson program focuses on merchandises and larning straight related to these aims. While carefully be aftering and presenting content aims, sheltered direction instructors should besides integrate in their lesson programs techniques that support pupils ‘ linguistic communication development ( Short, 1999 ) . As with content aims, linguistic communication aim should be stated clearly and merely both orally and in composing. A broad assortment of linguistic communication aims can be planned harmonizing to the ends and activities in the lesson. Language objectives may concentrate on vocabulary development, reading comprehension accomplishments pattern, objectives that focal point on functional linguistic communication usage, higher-order thought accomplishments, every bit good as specific grammar accomplishments. Planing should besides affect careful consideration of the content constructs and grade-level content criterions to be taught. In sheltered schoolrooms, this involves guaranting that although the stuff may be adapted to run into the demands of ELLs, the content should non be diminished. When be aftering lessons around content constructs, the followers should be considered: ( 1 ) the pupils ‘ first linguistic communication literacy ( L1 ) , ( 2 ) their English proficiency degree ( L2 ) , ( 3 ) their reading ability, ( 4 ) the cultural and age rightness of the L2 stuffs, and ( 5 ) the trouble degree of the stuff to be read ( Gunderson, 1991 ) . Lesson readying should besides reflect the sum of background experience needed to larn and use the content constructs, and include ways to trip pupils ‘ anterior cognition. A reader ‘s scheme, or cognition of the universe, provides a footing for understanding, acquisition, and retrieving facts and thoughts presented. Students with cognition of a subject have better callback and are better able to lucubrate on facets of the subject than those who have limited cognition of subjects ( Hill, 2007 ) . Harrell & A ; Jordan ( 2004 ) have suggested that when readers lack the anterior cognition necessary to read, three major instructional intercessions need to be considered: ( 1 ) Teach vocabulary as a prereading measure ; ( 2 ) provide experiences ; and ( 3 ) present a conceptual model that will enable pupils to construct appropriate background for themselves. In sheltered direction lessons for ELLs, instructors select words that are critical for understanding the text or stuff and supply a assortment of ways for pupils to larn, retrieve, and utilize the words in meaningful contexts. There are multiple ways that background experiences can be created or ways that instructors can utilize the experiences that pupils bring. Connecting the pupils ‘ ain background experiences to the text, triping their background cognition and showing background information about the text to be read are all effectual ways of increasing comprehension for ELLs. The 3rd intercession, supplying ways for pupils to construct background cognition, can be accomplished by learning ELLs to utilize in writing organisers and other auxiliary stuffs. Effective SI involves the usage of many auxiliary stuffs that support the nucleus course of study and contextualize acquisition ( Echevarria et al. , 2008 ) . Auxiliary stuffs provide a real-life context and enable ELL pupils to bridge anterior experiences with new larning. These attacks can be used throughout a lesson and supply ways for doing the text accessible for all pupils thereby accommodating them so that the content constructs are left integral ( Short, 1991 ) . Effective sheltered direction takes into history the alone features of English scholars. For ELLs, the instructor makes verbal communicating more comprehendible by consciously go toing to the pupils ‘ lingual demands. Making accommodations to speech so that the message to the pupils is apprehensible is referred to as comprehendible input ( Krashen, 1985 ) . In the SI schoolroom, instructors invariably modulate and adjust their address when learning ELLs to guarantee that the context is comprehendible. Concepts are taught utilizing a assortment of techniques, including mold, gestures, hands-on activities, and presentations, so that pupils understand and learn the content stuff. Effective SI instructors besides provide accounts of academic undertakings that make clear what pupils are expected to carry through and that promote pupil success ( Echevarria et al. , 2008 ) . English scholars benefit from structured chances to utilize and pattern English in multiple scenes and across content countries. Harmonizing to Echevarria et Al. ( 2008 ) surveies have indicated, that in most schoolrooms, instructors dominate the lingual facets of the lesson, go forthing pupils badly limited in footings of chances to utilize linguistic communication in a assortment of ways. In the SI schoolroom, content categories are structured so that pupils are interacting in a collaborative probe of a organic structure of cognition. This SIOP component emphasizes the importance of equilibrating lingual turn-taking between the instructor and pupils, and among pupils. Students benefit from utilizing and practising English as a agency of showing their thoughts, sentiments, and replies. SI lessons are structured in ways that promote pupil treatment and they strive to supply a more balanced lingual exchange between pupils and their instructors. Teachers in Sheltered Instruction school rooms must make multiple chances for ELL pupils to utilize the English linguistic communication in order to spread out their verbal and written responses. ELL pupils will merely go proficient in English if they pattern the linguistic communication in reliable state of affairss. Frequent pattern reduces pupils ‘ anxiousness while take parting in category treatments and encourages them to take hazards in utilizing the linguistic communication ( Herrell et al. , 2004 ) . Integrating a figure of grouping constellations into lessons frequently facilitates utilizing English in ways that besides supports the lessons ‘ aims. Sheltered Direction categories are characterized by a assortment of grouping constructions, including single work, spouses, threes, little groups of four, concerted acquisition groups, and whole groups ( Hill, 2007 ) . Groups may besides change in that they may be homogenous or heterogenous by gender, linguistic communication proficiency, linguistic communication background, and/or ability. Using a assortment of grouping schemes helps to keep pupils ‘ involvement and increases their engagement in the acquisition procedure. It besides increases the opportunity that a pupil ‘s preferable manner of direction, or larning manner, will be matched ( Echevarria et al. , 2004 ) . Practice and application of freshly acquired accomplishments are needed for ELL pupils to guarantee command of content constructs. In the SI schoolroom, for pupils geting English, the demand to use the new information is of import because discoursing and making do abstract constructs concrete ( Echevarria et al. , 2007 ) . Application can happen in a figure of ways, such as bunch, utilizing in writing organisers, work outing jobs in concerted acquisition groups, composing in diaries, and treatment circles ( Bouchard, 2005 ) . These activities involve ELLs in relevant, meaningful application of what they are larning. For English scholars, application must besides include chances for them to pattern linguistic communication cognition in the schoolroom. Opportunities for societal interaction promote linguistic communication development can be achieved through treatment, working with spouses and little groups and describing out information orally and in authorship ( Bouchard, 2005 ) . Reading, composing, hearing, and talking are complex, cognitive linguistic communication processes that are interrelated and integrated ( Echevarria et al. , 2004 ) . Sheltered Instruction creates chances for ELLs to pattern and utilize all four spheres in an incorporate mode. ELLs benefit from multiple experiences that incorporate reading, promote interactions with others, supply the opportunity to listen to equals ‘ thoughts, and promote composing about what it is that they are larning. Besides, by learning through pupils ‘ preferred acquisition manners and encouraging pupils to pattern and use new cognition through multiple linguistic communication spheres, they will hold a more chances to develop their linguistic communication and content country cognition. Effective instructors of sheltered direction incorporate reappraisal and appraisal into their day-to-day lessons. In SI schoolrooms it is of import to find how good ELL pupils have understood and retained cardinal vocabulary and content constructs. Students, particularly those at the early phases of English proficiency, give considerable clip and energy into calculating out what the instructor is stating or the text is stating them at a basic degree ( Echevarria et al. , 2004 ) . Because of this, they are much less able to find which information among all they input they are having is most of import to retrieve. Teachers must hence take the clip to reexamine and sum up throughout the lesson non merely at the terminal as a wrap-up activity. SI helps pupils develop cardinal vocabulary by learning and so reexamining nomenclature and constructs through analogy and associating freshly learned words to other new words with the same construction or forms. Reviewing vocabulary besides involves pulling pupils ‘ attending to strain, parts of address, and sentence construction. Repeating and reenforcing linguistic communication forms helps ELLs become familiar with English constructions. In add-on, multiple exposures to identify vocabulary besides build acquaintance, assurance, and English proficiency. The more exposure pupils have to new words, particularly if the vocabulary is reinforced through multiple modes, the more likely they are to retrieve and utilize them ( Herrell et al. , 2004 ) . Students may pull a image to picture a construct or to retrieve a word. ELLs can show word significance through physical gestures or move out several words within the context of function drama. Activities that engage pupils in synergi stic pattern with words are effectual ways to advance academic linguistic communication development for ELL pupils ( Echevarria et al. , 2007 ) . Merely as it is of import to reexamine cardinal vocabulary throughout a lesson, it is besides indispensable that English scholars have cardinal content constructs reviewed during and at the terminal of a lesson ( Echavarria et al. , 2004 ) . Understandings are scaffolded in SI lessons when instructors stop and briefly sum up, along with the pupils ‘ engagement, the cardinal content covered to that point in the lesson. Students can besides sum up with spouses, write in diaries, or possibly list cardinal points on the board. For ELLs, it is of import to associate the reappraisal to the content aims so that the pupils stay focused on the indispensable content constructs of the lesson ( Echavarria et al. , 2008 ) . Appraisal occurs throughout a lesson to find if pupils are understanding and applying linguistic communication and content aims. Assessment must be linked to the direction and needs to aim the lesson aims. Merely as pupils need to cognize what the aims are, they need to be informed about how and what type of appraisals they will hold. Toward the terminal of the lesson, pupils ‘ progressed is assessed to find whether it is appropriate to travel on or to reexamine and reteach. Appraisals can be informal, reliable, multidimensional, and include multiple indexs that reflect pupil acquisition, accomplishment, and attitudes ( Hill, 2007 ) . As instructors in SI schoolrooms prepare for formal and informal appraisals, it is of import to observe that linguistic communication and content are intertwined in sheltered categories, dividing one from the other in the assessment procedure can be hard but necessary. When pupils demonstrate trouble or deficiency of public presentation, instructo rs need to find if it is the content that has non been mastered, or if it is a deficiency of English proficiency that is interfering with their acquisition and application of information. By be aftering multiple appraisals such as public presentation based undertakings, portfolios, diaries and undertakings, in add-on to more formalistic trials, pupils are given chances to show their cognition much more to the full. Assessment assortment is of import for ELLs because they are frequently unfamiliar with the type of standardised trials required in U.S. schools and may hold different testing and acquisition manners. Finally, to the extent possible, pupils should be evaluated on their personal advancement to find if acquisition has taken topographic point. In SI schoolrooms, where pupils frequently have different degrees of English linguistic communication proficiency, the value of multiple appraisals becomes evident. If instructors gather baseline informations on what their pupils know and can make with the content information before direction occurs and so what they know and can make afterwards, this can take to supportive feedback, and can supply for just and comprehensive judgements about pupil public presentation. In SI schoolrooms, there is a high degree of pupil battle and interaction with the instructor, with other pupils, and with text, which leads to lucubrate discourse and critical thought ( Echevarria et al. , 2008 ) . ELL pupils are explicitly taught functional linguistic communication accomplishments every bit good as how to negociate significance, confirm information, argue, persuade, and disagree. Teachers of SI introduce pupils to the schoolroom discourse community and demonstrate accomplishments such as taking bends in a conversation and disrupting courteously to inquire for elucidation. Through instructional conversation and meaningful activities, pupils pattern their English and content cognition. Sheltered direction, specifically SIOP, is characterized by careful attending to Ells typical 2nd linguistic communication development demands ( Echevarria et al. , 2007 ) . Sheltered direction plays a major function in a assortment of educational plan designs ( Genesee, 1999 ) . It may be portion of an ESL plan, a late-exit bilingual plan, a bipartisan bilingual submergence plan, a newcomer plan, or a foreign linguistic communication submergence plan. For pupils analyzing content-based ELL classs, SI frequently provides the span to the mainstream and the sum of SI provided should increase as pupils move toward passage out of these plans. Harmonizing to Echevarria et Al. ( 2008 ) any plan in which pupils are larning content through a non-native linguistic communication should utilize the sheltered direction attack. Mentions Bouchard, M. ( 2005 ) . Comprehension schemes for English linguistic communication scholars. New York: Scholastic Books. Echevarria, J. , & A ; Graves, A. ( 2007 ) . Sheltered content direction: Teaching English linguistic communication scholars with diverse disablements 3rd edition: Allyn and Bacon, 16-21, 56-72. Echevarria, J. , Vogt, M. , & A ; Short, D. ( 2008 ) . Making content comprehendible for English scholars: The SIOP theoretical account 3rd edition: Allyn and Bacon. Echevarria, J. , Vogt, M. , & A ; Short, D. ( 2004 ) . Making content comprehendible for English scholars: The SIOP theoretical account 2nd edition: Allyn and Bacon. Genesee, F. ( 1999 ) . Program options for linguistically diverse pupils. Educational Practice Report No.1. Washington, DC: Center for Research on Education, Diversity & A ; Excellence. Gunderson, L. ( 1991 ) . ESL literacy direction: A guidebook to theory and pattern. Englewood Cliffs, NJ: Regents/Prentice hall. Harrell, A. , & A ; Jordan, M. ( 2004 ) . 50 schemes for learning English linguistic communication scholars 2nd edition. Upper saddle River, NJ: Pearson Prentice Hall. Mentions Hill, J. ( 2007 ) . A participant ‘s manual for schoolroom direction that works for English linguistic communication scholars. Denver, Col: Mid-Continent Research for Education and Learning, 32-38. Krashen, S. ( 1985 ) . The input hypothesis: Issues and deductions. New York: Longman. National Clearinghouse for English Language Acquisition. ( 2007a. ) . Adjustments for English linguistic communication scholars. Washington, DC: Writer. Retrieved July 16, 2010, from hypertext transfer protocol: //www.ncela.gwu.edu/accountability/ Short, D. ( 1999 ) . Integrating linguistic communication and content for effectual sheltered direction plans. New York: Teachers College Press. Retrieved July 8, 2010, from hypertext transfer protocol: //tapestry.usf.edu/Short/resources.html Teachers of English to Speakers of Other Languages ( TESOL ) . ( 2007 ) . Meeting the challenges of content direction. Retrieved July 16, 2010, from hypertext transfer protocol: //everythingesl.net/inservices/judith.php U.S. Census Bureau, American Community Survey. ( 2005 ) . Characteristics of people who talk a linguistic communication other than English at place. Retrieved July 21, 2010, from hypertext transfer protocol: //factfinder.census.gov/servlet/ACSSAFFFacts? _event= & A ; geo_id=01000US & A ; _geo